Core Competencies

The supervisor will rate the employee on each competency using the 5-level scale.

All employees are rated against the Core Behavioral Anchors, while manager/supervisors are also rated against Manager/Leader Behavioral Anchors

UC Core Competencies ABCs

1. Continuous Improvement Competency

Strives for high-quality performance in self and the organization. Takes initiative in an ongoing effort to improve products, services or processes to deliver optimum results. Is resourceful, seeks alternatives and broad input; measures outcomes.

Core Behavioral Anchors

  • Adopts ideas, technology, and practices that increase efficiency, eliminate waste, and improve performance
  • Is reflective; takes initiative to make improvements to current work
  • Uses data, feedback, and input from others to improve the quality of products and services

Manager/Leader Behavioral Anchors

  • Drives improvement, continually searching for new ways to position the organization for success
  • Supports others who take calculated risks
  • Recognizes and rewards initiative and innovation

  • Continuous Improvement Competency Matrix

  • Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met
    Clearly defines the value and imperative for continuous improvement; consistently offers original, inventive ideas for improving products and services. Understands and communicates the importance of quality improvement; thinks ‘outside the box’ in order to improve processes and practices. Understands the value of quality improvement; identifies weaknesses that impede processes and recommends changes. Has a limited perspective and understanding of the importance of quality improvement. Change averse; prefers to continue to do things as they always have been do
    Sought out as a trusted resource for quality improvement; quick to identify inefficiencies and suggest practical ways to mitigate or eliminate them. Always looking for better ways to do things; quickly and accurately identifies inefficiencies; successfully manages change processes. Analyzes processes to identify redundancies and workflow inhibitors; restructures processes to improve quality of service. Occasionally suggests improvements to work processes; lacks initiative in terms of implementing changes to improve the quality of service. Does not look for more efficient ways to get work done; consistently demonstrates resistance to change.
    Forges close collaborations with team and campus partners to significantly improve business practices; results consistently enhance quality of service. Collaborates with partners across campus to streamline processes in order to achieve higher quality products and services. Works effectively with team and campus partners to improve the quality of products and services. Needs to develop stronger working relationships with coworkers in order to collaborate on quality issues. Does not collaborate with team or campus partners in terms of sharing QI activities and succ
    Models efficiency by getting more done in less time while maintaining quality of output; effectively manages multiple projects to achieve desired outcomes. Manages several projects effectively and efficiently; results enhance productivity and quality. Successfully manages several projects to achieve desired results. Has difficulty handling more than one task or project at a time; disorganization often results in poor quality work. Extremely disorganized and unable to separate ‘need to do’ from less important tasks; cannot handle more than one project at a time.
    Employs clear post- implementation strategies to ensure sustainability; encourages continuous improvement. Ensures that operational changes are successfully implemented and sustained over time. Sustains change through clear documentation and regular monitoring. Rarely monitors change initiatives after implementation. Moves to next project before ensuring successful, sustainable implementation of previous projects.
    Develops and implements reliable, effective metrics to measure outcomes; identifies and recommends changes to improve efficiency and effectiveness.   Conducts evaluations to measure success and determine how processes may be changed to improve quality and/or efficiency. Has difficulty defining and implementing appropriate metrics to measure success. Unwilling/unable to create or track metrics.
2. Continuous Learning Competency

Demonstrates responsibility and ownership for one’s job and career path by identifying and expanding skillsets needed to perform successfully on the job. Consistently works to learn and increase knowledge. Asks for help when needed, admits mistakes and is open to feedback.

Core Behavioral Anchors

  • Takes responsibility for one's own development; maintains fluency in appropriate work applications, software, or tools
  • Keeps up-to-date on current research, trends, and technology in one's field; identifies and pursues areas for development and training that will enhance job performance
  • Seeks coaching and feedback to increase self-awareness and personal growth

Manager/Leader Behavioral Anchors

  • Creates opportunities for learning and development throughout the organization
  • Gives team members autonomy to determine how to complete work; delegates effectively
  • Ensures that knowledge and learning is shared across the organization; recognizes staff who learn from each other

  • Continuous Learning Competency Matrix

  • Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met
    Highly knowledgeable in operations; often consulted as an expert in field; leverages knowledge to successfully achieve quality outcomes. Is very knowledgeable in field; applies skills and knowledge in ways that enhance department and organizational effectiveness. Is informed and knowledgeable about  organizational initiatives; appropriately aligns skills with organizational initiatives. Needs to develop job-specific skills and knowledge; performance sometimes does not reflect department and University goals and initiatives. Lacking in basic job skills and knowledge; teammates often ‘work around’ to accomplish goals.
    Inspires and helps others develop skills and competencies to perform at their best; is highly respected among peers and campus partners. Consistently and actively assists others in expanding and developing skills and knowledge. Assists others in developing skills and knowledge. Does not openly share expertise or information with others. Hinders sharing of knowledge and/or expertise; focused largely on own development.
    Demonstrates a high degree of self- awareness; asks others for feedback on performance; is a continuous learner. Very self-aware; asks others for feedback in an effort to improve skills and knowledge. Self-aware and open to feedback from others. Often resistant to feedback on performance; rarely asks for help or feedback. Not motivated to learn and grow; believes manager and University should assume responsibility for his/her development.
3. Problem Solving Competency

Anticipates and identifies problems; conducts appropriate analysis to understand stakeholder interests. Generates and evaluates alternative solutions. Takes thoughtful risks.

Core Behavioral Anchors

  • Evaluates the pros and cons, risks and benefits of different solutions; prioritizes opportunities and challenges in order to solve urgent, high impact problems first
  • Works effectively with others to solve problems and make decisions; seeks input from partners
  • Identifies issues and addresses them in a timely, data driven and transparent manner to achieve sustainable and optimal results

Manager/Leader Behavioral Anchors

  • Fosters an environment where employees feel safe raising issues, offering solutions and input
  • Accountable for decisions and actions when solving problems
  • Utilizes broad organizational knowledge to identify root causes and potential impacts of proposed solutions

  • Problem Solving Competency Matrix

  • Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met
    Analyzes and prioritizes critical problems accurately and quickly; maintains a sense of urgency in solving even complex problems. Analyzes and prioritizes critical problems; stays focused on critical problems until they are successfully resolved. Solves urgent, high impact problems first. Needs help analyzing and prioritizing problems; tends to focus on simple operational issues. Has difficulty distinguishing between critical and noncritical issues; loses focus when resolving larger issues.
    Solutions consistently transform workplace; processes are more efficient; the quality of products and services improve significantly. Solutions change workplace both in terms of increasing efficiency and enhancing the quality of products and services. Solutions effectively address issues and are easily sustainable. Solutions usually short-term; rarely transformative in terms of greater efficiency and/or improved quality. Solutions are rarely innovative; ‘quick fixes’ do not yield lasting or quality results.
    Anticipates and proactively responds to changing situations. Is consistently receptive to new ideas and information. Inspires, encourages and provides support to others in response to change.  Able to balance the needs of different stakeholders when assessing a solution to a problem.  Gathers and seeks out information. Able to meet the needs of different stakeholders in the solution of a problem. Actively supports changing direction, goals and responsibilities. Is flexible, open and receptive to new information and ideas. Has difficulty accepting and cooperating in the implementation of change. Fails to alter usual patterns of behavior or performance to adapt to operational changes. Is not receptive to new viewpoints or directions.
    Consistently demonstrates foresight, applies critical thinking and proactively seeks opportunities to expand team members knowledge of innovative solutions and ideas to complex problems.  Proactive in identifying and resolving problems. Demonstrates analytical methods to evaluate root cause, forecast scenarios and derive logical options to solve complex problems. Demonstrates foresight and imagination to see possibilities, opportunities and trends. Inconsistently demonstrates foresight and imagination to see possibilities, opportunities and trends. Does not show foresight and imagination to see possibilities, opportunities and trends.
    Consistently demonstrates creative behavior and makes significant contributions to developing innovative solutions.  Employs multiple problem-solving strategies. Identifies root cause, develops and presents options to solve a problem. Frequently identifies opportunities in challenges and demonstrates initiative to develop alternative solutions. Often does not demonstrate a commitment to seek out opportunities to innovate. Shows little initiative. Resists opportunities and challenges, does not show initiative to develop innovative solutions.
4. Service Focus Competency

Values and delivers high quality, professional, responsive and innovative service to all customers. Establishes and maintains positive, long-term working relationships.

Core Behavioral Anchors

  • Seeks and uses feedback from a variety of sources to improve service quality
  • Meets and often exceeds expectations; ensures that stakeholder needs are fulfilled; honors commitments and keeps promises
  • Adapts service delivery to meet the needs of diverse client base

Manager/Leader Behavioral Anchors

  • Holds self and team members accountable for high quality work and stakeholder relationships
  • Provides team members with clear direction and support in meeting their service-delivery objectives
  • Ensures that service delivery roles, responsibilities and reporting lines are clearly defined, understood and accepted

  • Service Focus Competency Matrix

  • Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met
    Values, supports, and inspires the highest quality of customer service. Understands and values the importance of high quality customer service. Understands the need for and benefits of quality service. Doesn’t understand or support the need for high quality service. Views service from own perspective, not the customer’s; not mindful of or focused on customer needs.
    Delivers services and solutions that often surpass customer’s expectations. Consistently and competently delivers the highest quality service. Delivers high quality service to customers. Does not always communicate well with customers resulting in uneven and sometimes poor service. Can be disrespectful or rude to customers, giving the department a reputation of being difficult to work with.
    Takes extraordinary measures to meet and exceed customer’s expectations; follows through on commitments despite time pressures and obstacles. Consistently meets or exceeds customer’s expectations; always follows-up on service promises. Meets and often exceeds customer expectations; ensures that customer needs are fulfilled. Customer’s needs are not a priority; has difficulty following through on service commitments. Customer needs frequently not met; customers complain about poor service and unfulfilled commitments.
    Highly proficient in terms of adjusting and adapting service delivery to diverse customer needs and sensitivities. Effectively adapts delivery strategies and techniques to individual customer’s needs. Adapts service delivery to meet needs of diverse customer base. Is often impatient with customers; unwilling or unable to adapt style to the unique needs of customer base. Is defensive with difficult customers; blames gaps in service or errors on systems and campus partners.
    Skillfully and regularly asks customers for feedback on services; shares feedback with team in order to continually improve quality of service. Regularly seeks input from customers on the quality and timeliness of service; incorporates recommendations into processes and practices. Seeks feedback from customers on quality of service; suggests improvements based on feedback. Sometimes asks customers for feedback; rarely suggests or implements changes that address customer concerns. Does not ask customers for feedback; deflects responsibility for negative feedback on others.
    Highly informed regarding campus resources that add value; thoughtfully refers customers to resources. Suggests campus resources that could help customers; tailors recommendations to customer needs. Suggests resources to diverse customer base that may add value. Needs to develop greater awareness of campus resources to add value to customer interactions. Does not suggest or refer customers to value-add campus resources.
    Inspires others to looks for and suggest innovative processes and practices to improve the quality of service. Always looking for ways to improve service; inventive in terms of ‘quick wins’ to improve service delivery. Frequently suggests and implements changes to improve the quality of service. Does not actively look for ways to improve service; is often resistant to changes that improve the quality of service. Unwilling to develop new delivery practices; thinks service is fine the way it is.

 

Building Relationships Competencies
Back to Top of Page

5. Belonging and Community Competency

Models, fosters, and promotes the University of California Principles of Community. Demonstrates empathy and respect for all people regardless of differences; promotes fairness and equity. Cultivates, champions, embodies, embraces, and supports a sense of diversity, equity, inclusion and belonging.

Core Behavioral Anchors

  • Engages others in a way that makes them feel valued and accepted
  • Values diverse people, experiences and ideas; cultivates and maintains an environment of inclusion that empowers all team members to contribute ideas and achieve goals
  • Is self-aware, understands one’s impact on others; treats all people with dignity, respect, and equity

Manager/Leader Behavioral Anchors

  • Creates a positive work environment that is free from discrimination and harassment
  • Draws on diversity of skills, backgrounds and knowledge of people to achieve more effective results
  • Ensures that conflicts are resolved in ways that leave all team members feeling respected and heard

  • Belonging and Community Competency Matrix

  • Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met
    Highly inclusive; encourages, recognizes and incorporates diverse points of view. Respects, includes, and recognizes differences; creatively incorporates dissimilar views. Respects, includes, and recognizes differences. Is often not aware of or interested in diverse backgrounds or points of view. Does not demonstrate inclusiveness; fails to recognize the value of differences.
    Actively promotes the benefits of the University of California Principles of Community Promotes the benefits of the University of California Principles of Community  Understands the benefits of University of California Principles of Community Has minimal understanding of the benefits of University of California Principles of Community Does not understand or promote the benefits University of California Principles of Community
    Is looked up to and highly respected by customers, coworkers and the campus community. Is highly respected and trusted by customers, coworkers, and campus partners in all dealings. Is respected and trusted by customers and coworkers. Tends to work either independently or with designated coworkers; trust is low among those not included. Lack of inclusiveness fosters a lack of trust among customers and coworkers.
    Actively creates an inclusive and welcoming environment for diverse individuals and groups across campus. Includes and welcomes diverse individuals and groups. Inclusive and open to new people and ideas. Is reticent to include new people or ideas. Is not welcoming or respectful; coworkers and campus partners often ‘work around’ to avoid interaction.
    Promotes equity and inclusion by actively seeking ideas and insights from diverse sources. Is consistently open to and respectful of different points of view. Seeks to understand and incorporate different points of view. Is not always open to different points of view. Discourages different points of view; becomes defensive when asked to consider new/different ideas.
    Actively creates opportunities for others to learn about and experience diversity on campus. Participates in range of opportunities to learn about and experience diversity on campus; encourages others to do the same. Understands and promotes opportunities to experience diversity on campus for self and others. Needs to develop understanding and awareness of opportunities to learn about and experience diversity on campus. Neither understands nor promotes opportunities to experience diversity on campus.
6. Collaboration Competency

Interacts with others in ways that demonstrate collaboration and cooperation. Builds partnerships with others to achieve organizational results. Cultivates, builds and maintains positive relationships across the organization.

Core Behavioral Anchors

  • Cooperates with others; shares information and knowledge to identify and implement solutions in which all parties can benefit
  • Helps and supports fellow employees in their work to contribute to overall success
  • Places the needs of the team above self-interest; builds and maintains effective working relationships

Manager/Leader Behavioral Anchors

  • Fosters an open environment where employees feel safe providing constructive feedback
  • Develops and cultivates mutually beneficial work relationships and alliances inside and outside the organization
  • Encourages and assists others in building networks to improve relationships and maximize results

  • Collaboration Competency Matrix

  • Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met
    Leads colleagues to inspired cooperation and teamwork in support of department and University goals. Successfully builds productive, mutually beneficial relationships to solve problems and achieve common goals. Builds and maintains effective working relationships with peers and campus partners. Has difficulty building strong, mutually beneficial working relationships. Relationships are strained by lack of interest in and respect for peers and campus partners.
    Models cooperation and teamwork; creates opportunities for self and others to improve working relationships and work outcomes. Highly collaborative; seeks new alliances to expand sphere of influence and enhance quality of work. Works effectively and cooperatively with others. Has difficulty collaborating with others; often prefers to work independently. Not a team player; often disrupts team process, jeopardizing progress toward common goals.
    Is respectful and welcoming; Inspires collaboration by bridging gaps among diverse individuals and units. Promotes, supports, and influences a culture of respect and civility among team members. Treats others with respect; encourages and appreciates individual contributions. Sometimes displays behaviors inconsistent with workplace courtesy and respect. Exhibits behaviors that negatively impact the morale and accomplishments of the team.
    Skillfully and proactively addresses conflict; seeks and achieves ‘win-win’ resolutions. Manages conflict competently and efficiently; when possible, looks for and proposes middle ground solutions. Works effectively with others to resolve conflict. Unable to resolve or constructively manage conflicts. Often avoids conflict; not prepared or willing to resolve conflict.
    Consistently goes beyond direct responsibilities to achieve team and department goals; welcomes new challenges. Always willing to try something new; balances individual and team goals. Demonstrates flexibility and willingness to step out of comfort zone to support team and goals. Resistant to new challenges; seems disinterested in building skills and knowledge. Unwilling to work outside comfort zone to support team go
7. Communication Competency

Clearly and effectively shares information both orally and in writing. Uses the most appropriate and effective medium for communicating. Adapts and adjusts messages in line with audience experience, diversity and background. Seeks input and actively listens; checks for understanding of messages.

Core Behavioral Anchors

  • Consistently shares accurate, timely information; takes into account audience and communication method
  • States opinions honestly and in a straight-forward manner; maintains open dialogue with others; actively listens
  • Written and verbal communications are consistently clear, concise and appropriate to the audience

Manager/Leader Behavioral Anchors

  • Speaks honestly about issues; seeks the truth about a situation, no matter how unpleasant
  • Listens to concerns and carries them up the organizational chart; shares senior management strategies and information with employees
  • Sets and demonstrates high standards of integrity; practices discretion; demonstrates diplomacy and tact

  • Communication Competency Matrix

  • Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met
    Communication is of the highest caliber; clear, persuasive, accurate, and focused on the needs of specific individuals and groups. Written and verbal communications are consistently clear, persuasive, and audience-appropriate. Writes and speaks clearly, persuasively, and concisely; focuses on the needs of specific individuals and groups. Written and oral skills need development; often disorganized and/or not appropriate for audience. Reports and other documents are poorly written—unclear, overly simplistic, or grammatically incorrect.
    Highly proficient communicator; listens to and synthesizes others’ ideas; explains even complex issues clearly and succinctly. Skilled communicator; listens to and integrates diverse contributions; explains issues clearly and succinctly. Effective communicator: knowledgeable and concise; actively listens to and synthesizes perspectives of others. Interrupts others to express point of view; has difficulty getting to the point; facts not always accurate or relevant. Often appears distracted or disinterested; frequently interrupts others; contributions are often unclear or inaccurate.
    Models openness and transparency in sharing information with campus partners and stakeholders. Shares accurate, timely information with the right people in the right format. Gives others the information they need in a timely manner. Tends to ‘hold on’ to information; has difficulty distinguishing between critical and noncritical data. Does not share information in a timely manner, creating problems for colleagues and customers.
    To ensure optimal results, consistently and effectively seeks and incorporates others’ ideas. Encourages others to share ideas and integrates others’ thoughts and opinions. Maintains open, honest dialogue with coworkers and campus partners. Keeps communication to a minimum; reticent to share thoughts and ideas. Avoids contact with coworkers and campus partners.
    Effectively adapts written and verbal communication to audience; effectively distinguishes between ‘need to know’ and ‘nice to know.’ Effectively adjusts the level of detail and tone of reports and presentations to audience. Tailors information to audience and individual needs. Communications do not always keep audience doesn’t edit speech and writing for greater clarity and better understanding. Has difficulty tailoring communication to the needs of others; communicates ‘too much,’ ‘too little,’ or ‘too late.’
    Clearly understands and follows University privacy policies and practices; develops practices to protect confidential and private information. Understands and implements campus privacy policies; only discloses confidential information to authorized individuals. Consistently follows University privacy policies and practices. Does not consistently follow University privacy practices; sometimes shares private or confidential information with unauthorized or inappropriate individuals. Discloses and uses private and confidential information inappropriately, putting the University at risk.

 

Creating the Future Competencies
Back to Top of Page

8. Change Agility Competency

Anticipates and adapts to change. Supports change initiatives by energizing others at all levels and ensuring continued commitment when faced with new initiatives. Demonstrates tolerance and adaptability when dealing with ambiguous situations. Effectively plans for change and deals with setbacks through flexibility and resilience.

Core Behavioral Anchors

  • Adapts approaches as needed to address changing priorities; is flexible, open, and receptive to new approaches; willing to step outside of one’s comfort zone
  • Seeks to understand context while navigating through organizational change
  • Aware of own and others’ responses to change and responds in a way that is productive for the organization and its team members

Manager/Leader Behavioral Anchors

  • Creates a supportive environment in which team members anticipate and are able to adapt to change
  • Actively supports change initiatives; holds team members accountable to adopt change
  • Actively builds awareness of change strategies and change impacts to team members; serves as a liaison between the team and change leaders

  • Change Agility Competency Matrix

  • Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met
    Clearly defines the value and imperative for change; consistently offers original, inventive ideas. Understands and communicates the need for change. Understands the value of change. Has a limited perspective and understanding of the importance of change. Change averse; prefers to continue to do things as they always have been done.
    Encourages and leads changes that enhance organizational and workforce effectiveness. Understands and supports the need to align work with organizational initiatives and goals. Effectively aligns work efforts with organizational and department goals. Contributions and work efforts often do not reflect an understanding of unit and department goals. Resistant to change; maintains focus on immediate, routine tasks; work efforts do not align with unit and department goals.
    Thoroughly aware of organizational goals and strategic direction. Switches roles and procedures easily to facilitate change in line with organizational priorities. Understands organizational goals. Supports change in line with organizational priorities. Regularly demonstrates awareness of organizational goals; modifies one’s preferred way of doing things when it benefits the whole. Is often unaware of organizational goals; demonstrates resistance in adjusting to changing situations, priorities and responsibilities. Is unaware of organizational goals and fails to change usual patterns of behavior or performance in alignment with organizational priorities.
9. Mission and Vision Focus Competency 

Shows understanding of and commitment to the UC mission and vision.

Core Behavioral Anchors

  • Uses the organization’s mission and vision as guideposts for decision-making
  • Connects individual role and aligns goals in fulfillment of the UC mission and vision
  • Inspires others to achieve the mission and vision of the organization and the University

Manager/Leader Behavioral Anchors

  • Clearly communicates a team mission and vision that aligns with University goals
  • Harnesses information and opportunities to more effectively achieve the mission and vision of the organization and the University
  • Proactively builds an environment where all team members strive to excel

  • Mission and Vision Focus Competency Matrix

  • Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met
    Creates innovative, ambitious plans which align with unit and University goals and serve as reliable roadmaps to desired outcomes. Plans with unit and University goals in mind; plans clearly identify roles, responsibilities and timeframes. Creates effective plans: defines purpose and outcomes; breaks complex tasks into process steps, prioritizes activities, itemizes resources and estimates costs. Does not have a clear picture of unit or University goals; lacks perspective to pull elements into a strategic view; plans often lack substance and specificity. Does not follow an orderly method of setting objectives, scoping out difficulties, detailing work, or planning for task completion.
    Effectively influences, informs, and mobilizes resources—staff, stakeholders, technical experts—to achieve shared vision, mission, and goals. Informs and mobilizes resources—staff, stakeholders, technical experts—to achieve shared vision, mission, and goals. Organizes, informs and supports resources to achieve goals. Has difficulty marshaling and informing resources to work together to achieve desired outcomes. Is not able to integrate multiple activities and resources into a cohesive, actionable project.
    Thoughtfully selects the right people to execute project plans by aligning goals with the talent needed to achieve them. Identifies and addresses resource gaps. Maximizes resource utilization, by matching people/materials with program goals. Aligns program goals with talent and resources needed to achieve them. Has difficulty identifying and aligning resources to achieve desired outcomes. Fails to identify mobilize resources to achieve program goals.
    Develops and implements reliable, effective metrics to measure outcomes; identifies and recommends changes to improve efficiency and effectiveness. Implements metrics that effectively and efficiently measure results; recommends improvements based on results. Conducts evaluations to measure success and determine how processes may be changed to improve quality and/or efficiency. Has difficulty defining and implementing appropriate metrics to measure success. Unwilling/unable to create or track metrics.
    Proactively anticipates, analyzes and solves problems and motivates others to do the same. Anticipates and adjusts for problems and roadblocks; resolves problems in early stages. Addresses problems in process or resourcing quickly and effectively. Identifies problems but does not effectively address them. Ignores small problems until they become significant, jeopardizing deadlines and effective utilization of resources.
    Thoroughly aware of organizational goals and strategic direction. Switches roles and procedures easily to facilitate change in line with organizational priorities.  Inspires others to achieve the mission and vision of the organization.  Thoroughly aware of organizational goals and strategic direction. Uses the organization’s mission and vision as guideposts for decision-making.  Supports change in line with integrating organizational priorities. Regularly demonstrates awareness of organizational goals; modifies one’s preferred way of doing things when it benefits the whole. Is often unaware of organizational goals; demonstrates resistance in adjusting to changing situations, priorities and responsibilities. Is unaware of organizational goals and fails to change usual patterns of behavior or performance in alignment with organizational priorities.
    Creates innovative, ambitious plans which align with unit and University goals and serve as reliable roadmaps to desired outcomes.  Awareness to create effective plans naming mission/goals and strategic direction with information and opportunities to effectively achieve the mission and vision of the unit and organizational goals.  Creates effective plans: defines purpose and outcomes; breaks complex tasks into process steps, prioritizes activities, itemizes resources and estimates costs. Does not have a clear picture of unit or University goals; lacks perspective to pull elements into a strategic view; plans often lack substance and specificity. Does not follow an orderly method of setting objectives, scoping out difficulties, detailing work, or planning for task co
10. Stewardship Competency

Demonstrates accountability, discretion and sound judgment when utilizing tangible and intangible University resources to ensure the public trust.

Core Behavioral Anchors

  • Acts in a manner consistent with the UC Standards of Ethical Conduct and other UC policies
  • Utilizes available resources (people, processes and tools) to achieve organizational goals; models accountability
  • Understands and adheres to safety guidelines; reports and corrects potential threats; models safe behaviors

Manager/Leader Behavioral Anchors

  • Holds team members accountable for upholding the UC Standards of Ethical Conduct and other UC Policies
  • Identifies ways to share resources, promoting greater efficiencies across the University and communities served
  • Holds team members accountable for adhering to safety guidelines, reporting and correcting potential threats; and modeling safe behaviors

  • Stewardship Competency Matrix

  • Exceptional Exceeded Expectations Fully Achieved Expectations Some Expectations Met Expectations Not Met
    Highly effective and efficient; models and shares organization, prioritization, and resource management skills. Very proficient in terms of organizing and prioritizing work; uses time and resources wisely. Demonstrates effective organization, prioritization and time management skills. Often disorganized; has difficulty prioritizing projects and tasks. Lacks organization, prioritization, and time management skills.
    Develops and implements processes that ensure continued stewardship of physical and intellectual property. Takes initiative to improve or safeguard physical and intellectual property. Protects physical and intellectual property. Demonstrates lack of responsibility for physical and intellectual property and campus-related data. Exhibits carelessness that results in loss or destruction of physical and intellectual property.
    Models accountability; thinks of innovative ways to move projects forward to accomplish goals and achieve quality results. Models accountability for one’s one actions and inspires others to do the same; acutely aware of and focused on results. Consistently meets obligations and deadlines; promotes and contributes to team progress. Lacks accountability for work responsibilities and actions. Finds fault with others or makes excuses for lack of accountability; hinders growth and progress of team.
    Actively models and promotes the UC policies. Understands and actively demonstrates the intent of the UC policies. Is aware of and follows the UC policies. Is informed of UC policies, behavior is occasionally inconsistent with the policies (e.g. ethics, sexual harassment, licensure). Expresses a lack of understanding or support for the UC policies (e.g. ethics, sexual harassment, licensure).
    Establishes innovative practices that uphold and improve health and safety standards; mentors others in safe practices. Proactively identifies, corrects and reports potential threats and risks. Understands and applies health and safety standards; reports and corrects potential threats. Does not consistently adhere to health and safety standards, creating risks to self and others. Engages in practices that violate safety standards putting self and others at risk.
    Highly knowledgeable in industry and operations; often consulted as an expert in field; leverages knowledge to successfully achieve quality outcomes. Is very knowledgeable in field; applies skills and knowledge in ways that enhance department and organizational effectiveness. Is informed and knowledgeable about industry trends and organizational initiatives; appropriately aligns skills with organizational initiatives. Needs to develop job-specific skills and knowledge; performance sometimes does not reflect department and University goals and initiatives. Lacking in basic job skills and knowledge; teammates often ‘work around’ to accomplish goals.
    Effectively builds and cultivates alliances and relationships with a wide array of campus partners; employs associations to enhance personal and organizational effectiveness. Actively builds relationships with stakeholders and campus partners; collaborates across campus to add value and achieve goals. Directly influences decisions and actions that support department and organizational goals. Shows little initiative in terms of widening sphere of influence on campus, hindering ability to achieve more strategic goals and initiatives. Doesn’t understand the importance of and lacking the ability to form alliances with stakeholders and campus partners.


Back to Top of Page